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Open science is receiving widespread attention globally, and preprinting offers an important way to implement open science practices in scholarly publishing. To develop a systematic understanding of researchers' adoption of and attitudes toward preprinting, we conducted a survey of authors of research papers published in 2021 and early 2022. Our survey results show that the United States and Europe led the way in the adoption of preprinting. The United States and European respondents reported a higher familiarity with and a stronger commitment to preprinting than their colleagues elsewhere in the world. The adoption of preprinting is much stronger in physics and astronomy as well as mathematics and computer science than in other research areas. Respondents identified free accessibility of preprints and acceleration of research communication as the most important benefits of preprinting. Low reliability and credibility of preprints, sharing results before peer review and premature media coverage are the most significant concerns about preprinting, emphasized in particular by respondents in the life and health sciences. According to respondents, the most crucial strategies to encourage preprinting are integrating preprinting into journal submission workflows and providing recognition for posting preprints. [ABSTRACT FROM AUTHOR]

In this paper, using the method of blow-up analysis, we establish a trace Trudinger-Moser inequality involving L^p-norm and obtain the corresponding extremal on a compact Riemann surface with a smooth boundary. The result generalizes those of Li-Liu [Math. Z. 250 (2005), pp. 363–686] and Zhang [Commun. Pure Appl. Anal. 20 (2021), pp. 1721–1735]. [ABSTRACT FROM AUTHOR]

In the classical bargaining problem, we propose a very mild axiom of individual rationality, which we call possibility of utility gain. This requires that for at least one bargaining problem, there exists at least one player who reaches a higher utility level than their disagreement utility. This paper shows that the Nash solution (Nash in Econometrica 18(2):155–162, 1950) is characterized by possibility of utility gain and continuity with respect to feasible sets together with Nash's axioms except weak Pareto optimality. We also show that in Nash's theorem, weak Pareto optimality can be replaced by conflict-freeness (introduced by Rachmilevitch in Math Soc Sci 76(C):107–109, 2015). This demands that when the agreement most preferred by all players is feasible, this should be chosen. Furthermore, we provide alternative and unified proofs for other efficiency-free characterizations of the Nash solution. This clarifies the role of each axiom in the related results. [ABSTRACT FROM AUTHOR]

In this paper, we examine q-Bernstein-Bézier surfaces in Minkowski space- R13 with q as the shape parameter. These surfaces, a generalization of Bézier surfaces, have applications in mathematics, computer-aided geometric design, and computer graphics for the surface formation and modeling. We analyze the timelike and spacelike cases of q-Bernstein-Bézier surfaces using known boundary control points. The mean curvature and Gaussian curvature of these q-Bernstein-Bézier surfaces are computed by finding the respective fundamental coefficients. We also investigate the shape operator dependency for timelike and spacelike q-Bernstein-Bézier surfaces in Minkowski space- R13 , and provide biquadratic and bicubic q-Bernstein-Bézier surfaces as illustrative examples for different values of the shape controlling parameter q. [ABSTRACT FROM AUTHOR]

In this paper, we establish some reversed dynamic inequalities of Hilbert type on time scales nabla calculus by applying reversed Hölder's inequality, chain rule on time scales, and the mean inequality. As particular cases of our results (when T = N and T = R ), we get the reversed form of discrete and continuous inequalities proved by Chang-Jian, Lian-Ying and Cheung (Math. Slovaca 61(1):15–28, 2011). [ABSTRACT FROM AUTHOR]

Authoring of help content within educational technologies is labor intensive, requiring many iterations of content creation, refining, and proofreading. In this paper, we conduct an efficacy evaluation of ChatGPT-generated help using a 3 x 4 study design (N = 274) to compare the learning gains of ChatGPT to human tutor-authored help across four mathematics problem subject areas. Participants are randomly assigned to one of three hint conditions (control, human tutor, or ChatGPT) paired with one of four randomly assigned subject areas (Elementary Algebra, Intermediate Algebra, College Algebra, or Statistics). We find that only the ChatGPT condition produces statistically significant learning gains compared to a no-help control, with no statistically significant differences in gains or time-on-task observed between learners receiving ChatGPT vs human tutor help. Notably, ChatGPT-generated help failed quality checks on 32% of problems. This was, however, reducible to nearly 0% for algebra problems and 13% for statistics problems after applying self-consistency, a "hallucination" mitigation technique for Large Language Models. [ABSTRACT FROM AUTHOR]

We correct an error in Lemma 4.1 [pages 10420–2] in our article listed in the title. This concerns the cases |$s=n$| and |$\gamma \leqslant 2$| below, but it does not affect the main results of the article, that is, Theorems 1.1 and 1.2, as only the case |$s

Numerous studies affirm the importance of students' attitudes for mathematical education. This study uses mathematical autobiographical essays to examine the mathematical experiences and attitudes of undergraduate students enrolled in mathematics classes at a Midwestern University in the United States. The essays of 41 students (20 men, 21 women) out of 170 enrolled in College Algebra, Precalculus, and Calculus were analyzed using the categories of (1) confidence in mathematics ability, (2) value of mathematics, and (3) liking of mathematics. This paper provides context and theoretical depth to student reports of their attitudes in these categories. Statements at the intersections of both confidence and liking, and value and liking provide additional insights. First, students who perceive mathematics as valuable are more likely to like it. Second, the vast majority of students talk about confidence and liking together, and with a positive correlation. Further, these students tend to talk about liking or not liking mathematics because of their perceived ability in mathematics. Our study suggests the importance of proactive teaching strategies to improve students' perceptions of the value, liking of, and their confidence in, mathematics, and also suggests self-efficacy as a potential theoretical basis for this work. [ABSTRACT FROM AUTHOR]

In this paper, we extend a uniformity result of Dimitrov et al. [Uniformity in Mordell-Lang for curves, Ann. of Math. (2) 194(1) (2021) 237–298] to dimension two and use it to get a uniform bound on the cardinality of the set of all quadratic points for non-hyperelliptic non-bielliptic curves which only depend on the Mordell–Weil rank, the genus of the curve and the degree of the number field. [ABSTRACT FROM AUTHOR]

Nowadays, typing is considered as one of the highly important aspects of accessibility that the visually impaired and blinds struggle with the most as existing virtual keyboards are complex and slow. This paper proposes a new text entry method named SwingBoard for visually impaired and blind smartphone users to solve their accessibility problem. It supports a–z, 0–9, 7 punctuations, 12 symbols, and eight keyboard functionalities that are arranged in 8 zones (specific range of angles), four segments, two modes, and different gestures. The proposed keyboard is suitable for the either single-handed or both-handed operation that tracks swipe angle and length to trigger any of the 66 key events. The key triggering process is based on only swiping the finger at different angles with different lengths. Typing speed of SwingBoard is increased by including some effective features such as the quick alphabet and number mode shifting, haptic feedback feature, talkback on swipe to learn the map quickly, and customizable swipe length feature. At the end of 150 one-minute tests, seven blind participants reached an average of 19.89 words per minute (WPM) with an 88% accuracy rate which is one of the fastest-ever recorded average typing speeds for the blind. Almost all users found SwingBoard effective, easy to learn and want to keep using it. SwingBoard is a handy virtual keyboard for visually impaired people with amazing typing speed and accuracy. Rehabilitation would be easier for a visually impaired/disabled person who can adapt the current technology-oriented world and use communication tools easily. As visually impaired and blind people faced a lot of problems in their regular life because of their inability to see things, coping with the evolving world's demands from a person to do a certain task using smart devices would be easier for them with the proposed virtual keyboard topology. As the number of visually impaired and blind users of smartphones rises, faster typing becomes a vital aspect of the smartphone experience. Deaf-blind communities are expanding but solutions for them are not increasing at the same pace because of the limitation of implication. Research on a virtual keyboard with the proposed eyes-free swipe-based typing operation and ears-free reliability on haptic feedback would enable others to create new solutions. [ABSTRACT FROM AUTHOR]

In this paper, we generalize the Avalanche Principle in [Ann. of. Math. (2), 2001, 154(1): 155–203]. [ABSTRACT FROM AUTHOR]

We treat the exterior Dirichlet problem for a class of fully nonlinear elliptic equations of the form f (λ (D 2 u)) = g (x) with prescribed asymptotic behavior at infinity. The equations of this type had been studied extensively by Caffarelli et al. [The Dirichlet problem for nonlinear second-order elliptic equations. III. Functions of the eigenvalues of the Hessian, Acta Math. 155 (1985) 261–301], Trudinger [On the Dirichlet problem for Hessian equations, Acta Math. 175 (1995) 151–164] and many others, and there had been significant discussions on the solvability of the classical Dirichlet problem via the continuity method, under the assumption that f is a concave function. In this paper, based on Perron's method, we establish an exterior existence and uniqueness result for viscosity solutions of the equations, by assuming f to satisfy certain structure conditions as in [L. Caffarelli, L. Nirenberg and J. Spruck, The Dirichlet problem for nonlinear second-order elliptic equations. III. Functions of the eigenvalues of the Hessian, Acta Math. 155 (1985) 261–301; N. S. Trudinger, On the Dirichlet problem for Hessian equations, Acta Math. 175 (1995) 151–164] but without requiring the concavity of f. The equations in our setting may embrace the well-known Monge–Ampère equations, Hessian equations and Hessian quotient equations as special cases. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of a STEM scholarship program which utilized a holistic approach to providing a multi-dimensional student support system. The program has been successful in encouraging and supporting women in Applied Mathematics and Computer Science by offering a diverse suite of extracurricular opportunities, actively engaging them in organized events, research projects, and participation in STEM communities, and helping them achieve higher GPAs and shorter times to graduation. The supported women also benefitted from close mentoring relationships with the faculty mentors. The program emphasized the development of empowering settings for women's engagement and achievement, which act to sustain and expand interest in mathematics and computing, and thereby help them to see themselves as future professionals in the field. [ABSTRACT FROM AUTHOR]

The Mathematical Sciences Department at Shenandoah University focused on increasing the participation of women in the mathematics program by fostering a welcoming learning community and promoting double majors. Data from the past decade is presented. During this time, the program saw an increase in women undergraduate mathematics majors from 11% to as high as 71%. This paper describes the initiatives taken to make these changes. [ABSTRACT FROM AUTHOR]

The University of Minnesota Talented Youth Mathematics Program (UMTYMP) is a selective, five-year accelerated mathematics program for students in grades 6–12. During the program, students take college mathematics courses on University of Minnesota campuses, starting with algebra and continuing through logic and proofs, linear algebra, and multivariable calculus. The majority of UMTYMP students come from two demographic groups: White and Asian/Asian American. In 2020, we surveyed UMTYMP students to understand the impact of model minority stereotypes (MMS) on Asian/Asian American students, particularly girls, who are labeled as "gifted" and/or "talented." In this paper, we reveal the preliminary results of this study, discuss their implications, and provide recommendations for addressing the MMS in mathematics programs. [ABSTRACT FROM AUTHOR]

Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap. [ABSTRACT FROM AUTHOR]

In this paper, we give an example of a statement concerning two-player zero-sum games which is undecidable, meaning that it can neither be proven or disproven by the standard axioms of mathematics. Earlier work has shown that there exist "paradoxical" two-player zero-sum games with unbounded payoffs, in which a standard calculation of the two players' expected utilities of a mixed strategy profile yield a positive sum. We show that whether or not a modified version of this paradoxical situation, with bounded payoffs and a weaker measurability requirement, exists is an unanswerable question. Our proof relies on a mixture of techniques from set theory and ergodic theory. [ABSTRACT FROM AUTHOR]

The problem of precise characterisation of traditional forms of reasoning applied in mathematics was independently investigated and successfully resolved by Jaśkowski and Gentzen in 1934. However, there are traces of earlier interests in this field exhibited by the members of the Lvov-Warsaw School. We focus on the results obtained by Jaśkowski and Leśniewski. Jaśkowski provided the first formal system of natural deduction in 1926. Leśniewski also demonstrated in some of his papers how to construct proofs in accordance with intuitively correct principles. [ABSTRACT FROM AUTHOR]

We classify two of Bertrand Russell's theories of events within the point-free ontology. The first of such approaches was presented informally by Russell in 'The World of Physics and the World of Sense' (Lecture IV in Our Knowledge of the External World of 1914). Based on this theory, Russell sketched ways to construct instants as collections of events. This paper formalizes Russell's approach from 1914. We will also show that in such a reconstructed theory, we obtain all axioms of Russell's second theory from 1936 and all axioms of Thomason's theory of events from 1989. Russell's work certainly influenced the works of Stanisław Leśniewski, his student Alfred Tarski, and Czesław Lejewski – prominent members of the Lvov-Warsaw School (LWS). We see our work in the tradition of the research of Leśniewski and Tarski. Building on the technical tools developed in this environment and in the spirit of the traditional research of the LWS, we engage here, in particular, with two classic works by Russell on fundamental ontology. [ABSTRACT FROM AUTHOR]

We exploit the existence and non-existence of positive solutions to the eigenvalue problem driven by the nonhomogeneous fractional $ p\& q $ p &q Laplacian operator with indefinite weights \[ \left(-\Delta_p\right)^{\alpha}u + \left(-\Delta_q\right)^{\beta}u = \lambda\left[a \left|u\right|^{p-2}u + b \left|u\right|^{q-2}u \right]\quad{\rm in}\ \Omega, \] (− Δ p) α u + (− Δ q) β u = λ [ a | u | p − 2 u + b | u | q − 2 u ] in Ω , where $ \Omega \subseteq \mathbb {R}^N $ Ω ⊆ R N is a smooth bounded domain that has been extended by zero. We further show the existence of a continuous family of eigenvalues in the case $ \Omega =\mathbb {R}^N $ Ω = R N and $ b\equiv 0 $ b ≡ 0 a.e. Our approach relies strongly on variational Analysis, in which the Mountain pass theorem plays the key role. Due to the lack of spatial compactness and the embedding $ \mathcal {W}^{\alpha, p}\left (\mathbb {R}^N\right) \hookrightarrow \mathcal {W}^{\beta, q}\left (\mathbb {R}^N\right) $ W α , p (R N) ↪ W β , q (R N) in $ \mathbb {R}^N $ R N , we employ the concentration-compactness principle of P.L. Lions [The concentration-compactness principle in the calculus of variations. The limit case. II, Rev Mat Iberoamericana. 1985;1(2):45–121]. to overcome the difficulty. Our paper can be considered as a counterpart to the important works [Alves et al. Existence, multiplicity and concentration for a class of fractional $ p\& q $ p &q Laplacian problems in $ \Bbb R^N $ R N , Commun Pure Appl Anal, 2019;18(4):2009–2045], [Benci et al. An eigenvalue problem for a quasilinear elliptic field equation. J Differ Equ, 2002;184(2):299–320], [Bobkov et al. On positive solutions for $ (p,q) $ (p , q) -Laplace equations with two parameters, Calc Var Partial Differ Equ, 2015;54(3):3277–3301], [Colasuonno and Squassina. Eigenvalues for double phase variational integrals, Ann Mat Pura Appl (4), 2016;195(6):1917–1956], [Papageorgiou et al. Positive solutions for nonlinear Neumann problems with singular terms and convection, J Math Pures Appl (9), 2020;136:1–21], [Papageorgiou et al. Ground state and nodal solutions for a class of double phase problems, Z Angew Math Phys, 2020;71:1–15], and may have further applications to deal with other problems. [ABSTRACT FROM AUTHOR]

Faithfully flat descent of pseudo-coherent complexes in rigid geometry was proved by Mathew. In this paper, we generalize the result of Mathew to solid quasi-coherent complexes on rigid analytic varieties, which have been introduced by Clausen and Scholze by means of condensed mathematics. [ABSTRACT FROM AUTHOR]

In the paper, we investigate the uniqueness problem of a meromorphic function and its difference operator to the most general setting via two shared set problems and thus improve a recent result of Chen–Chen (Bull Malays Math Sci Soc 35(3): 765-774, 2012). [ABSTRACT FROM AUTHOR]

If $ P(z)=a_n\prod _{v=1}^{n}(z-z_v) $ P (z) = a n ∏ v = 1 n (z − z v) is a polynomial of degree n having all its zeros in $ |z|\le k, k\ge 1 $ | z | ≤ k , k ≥ 1 then Aziz [Inequalities for the derivative of a polynomial. Proc Am Math Soc. 1983;89(2):259–266] proved that \[ \max_{|z|=1}|P'(z)|\ge \frac{2}{1+k^n}\sum_{v=1}^{n}\frac{k}{k+|z_v|}\max_{|z|=1}|P(z)|. \] max | z | = 1 | P ′ (z) | ≥ 2 1 + k n ∑ v = 1 n k k + | z v | max | z | = 1 | P (z) |. Recently, Kumar [On the inequalities concerning polynomials. Complex Anal Oper Theory. 2020;14(6):1–11 (Article ID 65)] established a generalization of this inequality and proved under the same hypothesis for a polynomial $ P(z)=a_0+a_1z+a_2z^2+\cdots +a_nz^n=a_n\prod _{v=1}^{n}(z-z_v) $ P (z) = a 0 + a 1 z + a 2 z 2 + ⋯ + a n z n = a n ∏ v = 1 n (z − z v) , that $$\begin{align*} & \max_{|z|=1}|P'(z)| \\ & \ge \left(\frac{2}{1+k^n}+\frac{(|a_n|k^n-|a_0|)(k-1)}{(1+k^n)(|a_n|k^n+k|a_0|)}\right)\sum_{v=1}^{n}\frac{k}{k+|z_v|}\max_{|z|=1}|P(z)|. \end{align*} $$ max | z | = 1 | P ′ (z) | ≥ (2 1 + k n + (| a n | k n − | a 0 |) (k − 1) (1 + k n) (| a n | k n + k | a 0 |)) ∑ v = 1 n k k + | z v | max | z | = 1 | P (z) |. In this paper, we sharpen the above inequalities and further extend the obtained results to the polar derivative of a polynomial. As a consequence, our results also sharpens considerably some results of Dewan and Upadhye [Inequalities for the polar derivative of a polynomial. J Ineq Pure Appl Math. 2008;9:1–9 (Article ID 119)]. [ABSTRACT FROM AUTHOR]

In this paper, we analyze nonconforming virtual element methods on polytopal meshes with small faces for the second-order elliptic problem. We propose new stability forms for 2D and 3D nonconforming virtual element methods. For the 2D case, the stability form is defined by the sum of an inner product of approximate tangential derivatives and a weighed L 2 -inner product of certain projections on the mesh element boundaries. For the 3D case, the stability form is defined by a weighted L 2 -inner product on the mesh element boundaries. We prove the optimal convergence of the nonconforming virtual element methods equipped with such stability forms. Finally, several numerical experiments are presented to verify our analysis and compare the performance of the proposed stability forms with the standard stability form [B. Ayuso de Dios, K. Lipnikov and G. Manzini, The nonconforming virtual element method, ESAIM Math. Model. Numer. Anal. 50 (2016) 879–904]. [ABSTRACT FROM AUTHOR]

In this paper, we consider a random one-dimensional Schrödinger operator H ω on the half line which has, as its potential term, Gaussian white noise multiplied by a decaying factor. Although the potential term is not an ordinary function, but a distribution, it is possible to realize H ω as a symmetric operator in L2([0, ∞); dt) as was pointed out by the present author [Minami, Lect. Notes Math. 1299, 298 (1986)], and it will be shown that H ω is actually self-adjoint with probability one. When the white noise in H ω is replaced by random functions of a specific type, [Kotani and Ushiroya, Commun. Math. Phys. 115, 247 (1988)] made a precise analysis of the positive part of the spectrum. According to them, if the decaying factor is not square integrable, the positive part of the spectrum typically consists of singular continuous and dense pure-point parts, which are separated by a threshold number. On the other hand, the positive part of the spectrum is purely absolutely continuous when the decaying factor is square integrable. In this work, we shall focus on the case of square integrable decaying factor, and prove the absolute continuity of the positive part of the spectrum of H ω . We shall further prove that the negative part of the spectrum of H ω is discrete, with no accumulation points other than 0. [ABSTRACT FROM AUTHOR]

For K / F a finite Galois extension of number fields, the relative Pólya group Po (K / F) is the subgroup of the ideal class group of K generated by all the strongly ambiguous ideal classes in K / F. The notion of Ostrowski quotient Ost (K / F) , as the cokernel of the capitulation map into Po (K / F) , has been recently introduced in [E. Shahoseini, A. Rajaei and A. Maarefparvar, Ostrowski quotients for finite extensions of number fields, Pacific J. Math. 321 (2022) 415–429, doi: 10.2140/pjm.2022.321.415]. In this paper, using some results of [C. D. González-Avilés, Capitulation, ambiguous classes and the cohomology of the units, J. Reine Angew. Math. 613 (2007) 75–97], we find a new approach to define Po (K / F) and Ost (K / F) which is the main motivation for us to investigate analogous notions in the elliptic curve setting. For E an elliptic curve defined over F , we define the Ostrowski quotient Ost (E , K / F) and the coarse Ostrowski quotient Ost c (E , K / F) of E relative to K / F , for which in the latter group we do not take into account primes of bad reduction. Our main result is a nontrivial structure theorem for the group Ost c (E , K / F) and we analyze this theorem, in some details, for the class of curves E over quadratic extensions K / F. [ABSTRACT FROM AUTHOR]

Background Study: The effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre‐class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre‐class videos to aid students' learning. Objective: This study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students. Methods: One hundred and sixty students of a senior high school in China were selected. A quasi‐experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post‐test 1 and Post‐test 2 were introduced. Results and Conclusion: The results indicate that both the FCG and the FC with pre‐class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre‐class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short‐term, the long‐term effects on academic performance of both forms of FC were non‐significant when compared with traditional lectures. Lay Description: What is already known about this topic: Flipped classroom is an effective strategy in teaching mathematics.Among those challenges, video may be one of the main factors hindering the effect of flipped classroom. What this paper adds: GeoGebra could be an effective alternative to video.Effect between the flipped classroom using GeoGebra and the flipped classroom using video were similar.Both the flipped classroom with GeoGebra and the flipped classroom with videos were more effective than traditional lectures. Implications for practice and/or policy: Students' short‐term performance could be enhanced by visualisation provided by flipped classroom.To enhance students' long‐term performance, an appropriate amount of homework is suggested. [ABSTRACT FROM AUTHOR]

Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re‐attributional feedback leading to positive motivational effects and higher learning outcomes. This is very promising, but it still is unclear, whether this digital re‐attributional feedback can also be successfully integrated in everyday classroom activities. Objectives: The present field experiment investigated how integrating digital re‐attributional feedback into classroom instruction affects student attribution, motivation and learning outcomes. Methods: In the experiment, 8th–10th grade high school students (N = 322) worked with a digital mathematics learning program which was integrated in a three‐week teaching unit. Half the students in each classroom received only standard feedback after each practice task (SF group); the other half received additionally an individual re‐attributional feedback (RF group) after every third task. Attribution, mathematics self‐concept, and self‐efficacy were measured by an online questionnaire twice a week; learning outcomes in mathematics were measured weekly. Results and Conclusion: Hierarchical analyses showed that re‐attributional feedback led to a more favourable attribution in case of success on stable factors. Especially low‐performing students benefited from this feedback. No effects on attribution in case of failure, self‐efficacy or learning outcomes could be found. Further research could investigate if certain adaptations to the digital re‐attributional feedback is more effective in a real classroom setting and has a broader impact on different students. Lay Description: What is already known about this topic: Working with computers in the classroom and at home is becoming more common.Re‐attributional feedback can increase student's motivation when given directly after solving a task and at a high density.Digital re‐attributive feedback can be given in a high density.Re‐attributional training sessions have been shown to be effective in individual training sessions or outside the students' classroom. What this paper adds: The study took place within a real teaching environment during mathematics class for 4 weeks.Digital re‐attributional feedback sessions were directly integrated into the students' online learning which was part of the teaching plan. The implications of study findings for practitioners: Computer‐based re‐attributional training show some limited effects in regular classroom instruction and could be well integrated in student online learning—when adapted accordingly.Low‐performing students show less favourable attribution than better‐performing students in case of success and benefit the most from re‐attributional training. [ABSTRACT FROM AUTHOR]

This article describes the outcomes of a faculty partnership between a math professor and a composition professor to improve the final paper in a research-focused senior capstone math course. Much attention has been paid in recent years to the importance of undergraduate research experiences and how to best create and support such endeavors. However, little space has been dedicated to helping math faculty design and scaffold writing assignments to support their students' development as scholars. We describe how our partnership took place, the changes we made to existing assignments and the creation of new ones, and an assessment of our efforts completed by an interdisciplinary group of faculty and students, which showed marked improvement in the areas of information literacy, critical thinking, and quality of writing. [ABSTRACT FROM AUTHOR]

This paper discusses several linear algebra activities designed to help enhance students' skills in collaborating, exploring mathematics, and linking together abstract and visual ways of approaching mathematics. Most of these activities are short, accessible, engaging, and easy to incorporate into any classroom. In addition, we discuss some questions instructors can ask themselves to design novel and engaging activities when constrained to teaching from a particular curriculum. [ABSTRACT FROM AUTHOR]

For $k\geq 2$ and a nonzero integer n , a generalised Diophantine m -tuple with property $D_k(n)$ is a set of m positive integers $S = \{a_1,a_2,\ldots , a_m\}$ such that $a_ia_j + n$ is a k th power for $1\leq i. Define $M_k(n):= \text {sup}\{|S| : S$ having property $D_k(n)\}$. Dixit et al. ['Generalised Diophantine m -tuples', Proc. Amer. Math. Soc. 150 (4) (2022), 1455–1465] proved that $M_k(n)=O(\log n)$ , for a fixed k , as n varies. In this paper, we obtain effective upper bounds on $M_k(n)$. In particular, we show that for $k\geq 2$ , $M_k(n) \leq 3\,\phi (k) \log n$ if n is sufficiently large compared to k. [ABSTRACT FROM AUTHOR]

In this paper, we prove the convexity of trace functionals (A , B , C) ↦ Tr | B p A C q | s , for parameters (p, q, s) that are best possible, where B and C are any n-by-n positive-definite matrices, and A is any n-by-n matrix. We also obtain the monotonicity versions of trace functionals of this type. As applications, we extend some results in Carlen et al. (Linear Algebra Appl 490:174–185, 2016), Hiai and Petz (Publ Res Inst Math Sci 48(3):525-542, 2012) and resolve a conjecture in Al-Rashed and Zegarliński (Infin Dimens Anal Quantum Probab Relat Top 17(4):1450029, 2014) in the matrix setting. Other conjectures in Al-Rashed and Zegarliński (Infin Dimens Anal Quantum Probab Relat Top 17(4):1450029, 2014) will also be discussed. We also show that some related trace functionals are not concave in general. Such concavity results were expected to hold in different problems. [ABSTRACT FROM AUTHOR]

The paper addresses the potential relationships between shared authority in mathematics classrooms and students' mathematical reasoning. Even though tensions and challenges related to shared authority are explicated in the literature, there are few examples of how these issues play out in mathematics teaching. We investigate the case of a mathematics teacher attempting to share authority as well as applying several moves recognized as supporting meaningful student learning. Data has been collected in a fourth-grade Norwegian classroom and is analyzed by means of open coding, inspired by literature. We identify the moves used by the teacher, and we rank these moves along two dimensions: (1) their potential to support mathematical reasoning and (2) their potential for sharing authority. From this, we uncover how a teacher's work of orchestrating mathematical discussions involves moves in all four quadrants, and we discuss how the interplay of moves affects the authority structures and the collaborative reasoning in the classroom. [ABSTRACT FROM AUTHOR]

With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., 2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper documents stressors that students reported as contributing to diminished wellbeing. We used constant comparative grounded theory analysis to identify stressors shared by all participants, which included lack of belonging and invisibility in competitive STEM cultures as well as exclusionary interactions with STEM peers. Recommendations include the design and delivery of holistic education and support services on campus. [ABSTRACT FROM AUTHOR]

Kovaleva and Spieksma (SIAM J Discrete Math 20(3):48–768, 2006) considered the problem of stabbing a given set of horizontal line segments with the smallest number of horizontal and vertical lines. The standard LP relaxation for this problem is easily shown to have an integrality gap of at most 2 by treating the horizontal and vertical lines separately. However, Kovaleva and Spieksma observed that threshold rounding can be used to obtain an integrality gap of e / (e - 1) ≈ 1.58 which is also shown to be tight. This is one of the rare known examples where the obvious upper bound of 2 on the integrality gap of the standard LP relaxation can be improved. Our goal in this paper is to extend their proof to two other problems where the goal is to stab a set R of objects with horizontal and vertical lines: in the first problem R is a set of horizontal and vertical line segments, and in the second problem R is a set of unit sized squares. The proof of Kovaleva and Spieksma essentially shows the existence of an appropriate threshold which yields the improved approximation factor. We begin by showing that a random threshold picked from an appropriate distribution works. This reduces the problem to finding an appropriate distribution for a desired approximation ratio. In the first problem, we show that the required distribution can be found by solving a linear program. In the second problem, while it seems harder to find the optimal distribution, we show that using the uniform distribution an improved approximation factor can still be obtained by solving a number of linear programs. [ABSTRACT FROM AUTHOR]

Among the problems identified at Technical and Vocational Education and Training (TVET) colleges, low achievement in mathematical subjects is the most prominent one. This paper documents a qualitative case study undertaken at TVET College in Gauteng with the purpose of exploring the National Certificate Vocational (NC(V)) Level 4 students' errors and associated misconceptions when answering optimisation questions in differential calculus. The participants were 60 students who were registered for a course in mathematics. Data were generated from the written student responses to two non-routine test items followed by interviews. Using the Newman error hierarchical model to analyse the data, it was discovered that students errors were conceptual and procedural as well as systematic and non-systematic. The literature also alluded to instructional approaches as some of the causes of students' misconceptions and the errors and that interventions should target students as well as the instructors. [ABSTRACT FROM AUTHOR]

Let \mu (n) be the Möbius function and e(\alpha)=e^{2\pi i\alpha }. In this paper, we study upper bounds of the classical sum \[ S(x,\alpha)≔\sum _{1\leq n\leq x}\mu (n)e(\alpha n). \] We can improve some classical results of Baker and Harman [J. London Math. Soc. (2) 43 (1991), pp. 193–198]. [ABSTRACT FROM AUTHOR]

This special issue of the Journal Mathematical Methods in the Applied Sciences on the topic of Modelling, Analysis, and Applications is devoted to the development of mathematical modelling, analysis, and applications, from theoretical and numerical perspectives, involving different applied sciences and engineering. It collects invited contributions, from selected quality full papers submitted to the International Conference on Mathematical Analysis and Applications in Science and Engineering (ICMA2SC2022). The conference took place in Porto, Portugal in 27–29 June 2022 (https://www.isep.ipp.pt/Page/ViewPage/ICMASC). [ABSTRACT FROM AUTHOR]

Some global error bounds with undetermined parameters, which are not always valid, for the extended vertical linear complementarity problems (LCP) of CKV-type matrices and CKV-type B -matrices, are presented by Yan and Wang (Jpn. J. Ind. Appl. Math. 41:129–150, 2024). In this paper, new global error bounds for the extended vertical LCP of CKV-type matrices and CKV-type B -matrices are given, which depend only on the entries of the involved matrices. Numerical examples show that the new bounds are better than those provided in Zhang et al. (Comput. Optim. Appl. 42(3):335–352, 2009) and Wang et al. (Comput. Appl. Math. 40:148, 2021) in some cases. [ABSTRACT FROM AUTHOR]

In this paper, we obtain the Harary index and the hyper-Wiener index of the H-generalized join of graphs and the generalized corona product of graphs. As a consequence, we deduce some of the results in (Das et al. in J. Inequal. Appl. 2013:339, 2013) and (Khalifeh et al. in Comput. Math. Appl. 56:1402–1407, 2008). Moreover, we calculate the Harary index and the hyper-Wiener index of the ideal-based zero-divisor graph of a ring. [ABSTRACT FROM AUTHOR]

A class of left bialgebroids whose underlying algebra A ♯ H is a smash product of a bialgebra H with a braided commutative Yetter–Drinfeld H -algebra A has recently been studied in relation to models of field theories on noncommutative spaces. In Borowiec and Pachoł (2017 J. Phys. A: Math. Theor. 50 055205) a proof has been presented that the bialgebroid A F ♯ H F where HF and AF are the twists of H and A by a Drinfeld 2-cocycle F = ∑ F 1 ⊗ F 2 is isomorphic to the twist of bialgebroid A ♯ H by the bialgebroid 2-cocycle ∑ 1 ♯ F 1 ⊗ 1 ♯ F 2 induced by F. They assume H is quasitriangular, which is reasonable for many physical applications. However the proof and the entire paper take for granted that the coaction and the prebraiding are both given by special formulas involving the R-matrix. There are counterexamples of Yetter–Drinfeld modules over quasitriangular Hopf algebras which are not of this special form. Nevertheless, the main result essentially survives. We present a proof with a general coaction and the correct prebraiding, and even without the assumption of quasitriangularity. [ABSTRACT FROM AUTHOR]

Howe and Tan (Bull Am Math Soc 28:1–74, 1993) investigated a degenerate principal series representation of indefinite orthogonal groups O (b + , b -) and explicitly described its composition series. In particular it contains a unique unitarizable irreducible submodule Π , which is isomorphic to a cohomological representation. In this paper we construct orthogonal automorphic forms locally corresponding to Π as theta liftings of holomorphic Mp 2 (R) cusp forms by using the Borcherds' method (Invent Math 132:491–562, 1998). We propose a special choice of Schwartz functions to define the liftings, which yields precise descriptions of their Fourier expansions. [ABSTRACT FROM AUTHOR]

Let $ \beta (z) $ β (z) be the Dirichlet beta function. Series for $ \beta (4) $ β (4) are very rare in the historical development of mathematics. With the help of the operator method and a transformation formula for hypergeometric series, we prove a surprising conjectural series of Z.-W Sun for the mathematical constant $ \beta (4) $ β (4). Furthermore, we find five new series for the same constant in this paper. [ABSTRACT FROM AUTHOR]

We derive Melnikov type conditions for the persistence of periodic solutions in perturbed slowly varying discontinuous differential equations. In contrast to Battelli and Fečkan (Mathematics 9(19):2449, 2021) we assume that the unperturbed (frozen) equation has a family of periodic solutions depending on some parameters. The result of this paper are motivated by and extend a result in Wiggins and Holmes (SIAM J Math Anal 18:592–611, 1987) where the authors considered a two dimensional hamiltonian family of smooth systems depending on a scalar variable which is the solution of a singularly perturbed equation. [ABSTRACT FROM AUTHOR]